Researching teacher communities and networks

ZDM - International Journal on Mathematics Education

Volumn 35, Issue 5, 2003, Pages 224-232

  Gellert, Uwe ^a  

^a FREIE UNIVERSITÄT BERLIN   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3543037886     PISSN: 18639690     EISSN: 18639704     Source Type: Journal    
DOI: None     Document Type: Article

References (44)

1. Arbaugh, F. (2003). Study groups as a form of professional development for secondary mathematics teachers. Journal of Mathematics Teacher Education 6, 139-163.
2. Barwell, R. (2003, this volume). Discursive psychology and mathematics education. Possibilities and challenges. Zentralblatt für Didaktik der Mathematik 35 (5) 201-207.
3. Bohnsack, R. (1989). Generation, Milieu und Geschlecht. Opladen: Leske + Budrich.
4. 21993). Rekonstruktive Sozialforschung. Opladen: Leske + Budrich.
5. Cooney, T. J. & Wiegel, H. G. (2003). Examining the mathematics in mathematics teacher education. In Bishop, A. J.; Clements, M. A.; Keitel, C.; Kilpatrick, J. and Leung, F. K. S. (Eds.), Second international handbook of mathematics education, 795-828. Dordrecht: Kluwer.
6. Denzin, N. K. & Lincoln, Y. S. (1994). Handbook of qualitative research. Thousand Oaks: Sage Publications.
7. Edwards, J. A. (1993). Principles and contrasting systems of discourse transcription. In Edwards, J. A. & Lampert, M. D. (Eds.), Talking data. Transcription and coding in discourse research. Hillsdale: Lawrence Erlbaum, 3-31.
8. Fontana, A. & Frey, J. H. (1994). Interviewing. The art of science. In Denzin, N. K. and Lincoln, Y. S. (Eds.), Handbook of qualitative research. Thousand Oaks: Sage Publications, 361-376.
9. Friedman, M. (2000). Feminism in ethics. Conceptions of autonomy. In Fricker, M. and Hornsby, J. (Eds.), The Cambridge companion to feminism in philosophy. Cambridge: Cambridge University Press, 205-224.
10. Fullan, M. & Hargreaves, A. (1996). What's worth fighting for in your school? New York: Teachers College Press.
11. Gellert, U. (2003a). Veränderungen des fachbezogenen Lehreralltags. Theoretische Bestimmungen, methodologische Konsequenzen und ein Forschungsbeispiel. (Texte zur pädagogischen Forschung und Lehre 4). Hildesheim: Franzbecker.
12. Gellert, U. (2003b). Mathematikunterricht und Innovation. (Texte zur mathematischen Forschung und Lehre 24). Hildesheim: Franzbecker.
13. Gutiérrez, A. & Jaime, A. (1999). Preservice primary teachers' understanding of the concept of altitude of a triangle. Journal of Mathematics Teacher Education 2, 253-275.
14. Jaworski, B. & Gellert, U. (2003). Educating new mathematics teachers. Integrating theory and practice, and the roles of practising teachers. In Bishop, A. J.; Clements, M. A.; Keitel, C.; Kilpatrick, J. and Leung, F. K. S. (Eds.), Second international handbook of mathematics education, 829-875. Dordrecht: Kluwer.
15. Jungwirth, H. (2003). Interpretative Forschung in der Mathematikdidaktik - ein Überblick für Irrgäste, Teilzieher und Standvögel. Zentralblatt für Didaktik der Mathematik 35 (5), 189-200.
16. Kelle, U. (2003, forthcoming). Fallvergleich und Typenbildung in der qualitativen Forschung und das Problem der Kausalität. Zentralblatt für Didaktik der Mathematik 35 (6).
17. Kelle, U. (1994). Empirisch begründete Theoriebildung. Zur Logik und Methodologie interpretativer Sozialforschung. Weinheim: Deutscher Studien Verlag.
18. Kelle, U. & Kluge, S. (1999). Vom Einzelfall zum Typus. Fallvergleich und Fallkontrastierung in der qualitativen Sozialforschung. Opladen: Leske + Budrich.
19. Kerr, D. (2002). Devoid of community. Examining conceptions of autonomy in education. Educational Theory 52 (1), 13-25.
20. Krainer, K. (2003). Editorial. Teams, communities and networks. Journal of Mathematics Teacher Education 6, 93-105.
21. Kvale, S. (1996). InterViews. An introduction to qualitative research interviewing. Thousand Oaks: Sage Publications.
22. Lachance, A. & Confrey, J. (2003). Interconnecting content and community. A qualitative study of secondary mathematics teachers. Journal of Mathematics Teacher Education 6, 107-137.
23. Lamnek, S. (1998). Gruppendiskussion. Theorie und Praxis. Weinheim: Psychologie Verlags Union.
24. Lapadat, J. C. & Lindsey, A. C. (1999). Transcription in research and practice. From standardization of technique to interpretive positioning. Qualitative Inquiry 5 (1), 64-86.
25. Little, J. W. (1987). Teachers as colleagues. In Koehler, V. (Ed.), Educator's handbook. A research perspective. New York: Longman, 491-518.
26. Loos, P. (1999). Zwischen pragmatischer und moralischer Ordnung. Der männliche Blick auf das Geschlechterverhältnis im Milieuvergleich. Opladen: Leske + Budrich.
27. Loos, P. & Schäffer, B. (2001). Das Gruppendiskussionsverfahren. Opladen: Leske + Budrich.
28. Lortie, D. C. (1975). Schoolteacher. A sociological study. Chicago: University of Chicago Press.
29. Ma, L. (1999). Knowing and teaching elementary mathematics. Teachers' understanding of fundamental mathematics in China and the United States. Mahwah: Lawrence Erlbaum.
30. Mannheim, K. (1929/1980). Strukturen des Denkens. Frankfurt: Suhrkamp.
31. Mayring, P. (1988). Qualitative Inhaltsanalyse. Grundlagen und Techniken. Weinheim: Psychologie Verlags Union.
32. Oevermann, U.; Tilman, A.; Konau, E. & Krambeck, J. (1979). Die Methodologie der "objektiven Hermeneutik" und ihre allgemeine forschungslogische Bedeutung in den Sozialwissenschaften. In Soeffner, H.-G. (Ed.), Interpretative Verfahren in den Sozial- und Textwissenschaften. Stuttgart: Metzler, 352-434.
33. Roeder, P. M. & Schümer, G. (1986). Kommunikation und Kooperation von Lehrern. Beobachtungen in Haupt- und Gesamtschulen. Berlin: Max-Planck-Institut für Bildungsforschung.
34. Sacks, H. (1992). Lectures on conversation. 2 volumes. Oxford: Blackwell.
35. Schäffer, B. (1996). Die Band. Stil und ästhetische Praxis im Jugendalter. Opladen: Leske + Budrich.
36. Schegloff, E. A.; Jefferson, G. and Sacks, H. (1977). The preference for self-correction in the organization of repair in conversation. Language 53, 361-382.
37. Stigler, J. W.; Gonzalez, P.; Kawanaka, T.; Knoll, S. and Serrano, A. (1999). The TIMSS-videotape classroom study. Methods and findings from an exploratory research project on eighth grade mathematical instruction in Germany, Japan, and the United States. Washington: National Center for Educational Statistics.
38. Stigler, J. W. & Hiebert, J. (1999). The teaching gap. Best ideas from the world's teachers for improving education in the classroom. New York: The Free Press.
39. Strauss, A. & Corbin, J. (1990). Basics of qualitative research. Grounded theory procedures and techniques. Newbury Park: Sage Publications.
40. Sullivan, P. (1989). An investigation of the impact of preservice teacher education and other professional support on classroom practices of primary teachers. Ph.D.-thesis at Monash University, Melbourne.
41. Tirosh, D. & Graeber, A. O. (2003). Challenging and changing mathematics teaching classroom practices. In Bishop, A. J.; Clements, M. A.; Keitel, C.; Kilpatrick, J. & Leung, F. K. S. (Eds.), Second international handbook of mathematics education, 643-687. Dordrecht: Kluwer.
42. van Oers, B. (2001). Educational forms of initiation in mathematical culture. Educational Studies in Mathematics 46, 59-85.
43. Vithal, R. & Valero, P. (2003). Researching mathematics education in situations of social and political conflict. In Bishop, A. J.; Clements, M. A.; Keitel, C.; Kilpatrick, J. & Leung, F. K. S. (Eds.), Second international handbook of mathematics education. Dordrecht: Kluwer, 545-591.
44. Wood, T. (1999). Approaching teacher development. Practice into theory. In Jaworski, B.; Wood, T. & Dawson, S. (Eds.), Mathematics teacher education. Critical international perspectives. London: Falmer Press, 163-179.